Framing ICT-enabled Innovation for Learning: the case of one-to-one learning initiatives in Europe

This article discusses 1:1 learning initiatives in Europe in the context of a mapping framework of ICT-enabled innovation for learning. The aim of the framework, visualised as a spider's web, is two-fold: (i) to provide a further understanding of the nature of ICT-enabled innovation for learning; and (ii) to depict the impact of existing and emerging innovative initiatives using ICT in the Education and Training context. We present 1:1 learning initiatives in Europe as a case of ICT-enabled innovation for learning with significant scale, scope, and impact at system level and being implemented in real settings. We identified and analysed 29 1:1 learning initiatives from 19 European countries reaching a total of approximately 620,000 schools and 16,800,000 students. The application of the framework to the case of 1:1 learning in Europe (implemented in multi-faceted educational settings) showed the current state of development and the emerging trends regarding the nature, the reach, the target groups and the impact of 1:1 innovation in learning. Regarding the nature of innovation, 1:1 learning strategies in Europe can be considered as mostly incremental. There is a need to progressively move the focus away from the devices and infrastructure to the learners and to 1:1 pedagogies. The framework can contribute (i) to policy interventions -at micro, meso and macro level- aimed at diversity and systemic implementation and (ii) to strategic planning by a multiplicity of actors such as policy makers, researchers and practitioners, increasing the impact of ICT-enabled innovation in Education and Training.     

Citizen–government collaboration on social media: The case of Twitter in the 2011 riots in England

How social media can enable opportunities for collaboration between citizens and governments is an evolving issue in theory and practice. This paper examines the dynamic aspects of collaboration in the context of the 2011 riots in England. In August 2011, parts of London and other cities in England suffered from extensive disorder and even loss of human lives. Based on a dataset of 1746 posts by 81 local government Twitter accounts during or shortly after the riots, we explore how local authorities attempted to reduce the effects of the riots and support community recovery. Using Twitter's conversational and rapid update features, they produced a variety of informational and actionable messages with clear calls for offline or online action. In some cases, collective against the riots evolved in a mutual way: not only citizens were mobilized by local authorities, but also local authorities actively promoted actions initiated by citizens.     

Development of Lexical Mediation in the Relation Between Reading Comprehension and Word Reading Skills in Greek

This study focuses on the shared variance between reading comprehension and word-level reading skills in a population of 534 Greek children in Grades 2 through 4. The correlations between measures of word and pseudoword accuracy and fluency, on the one hand, and vocabulary and comprehension skills, on the other, were sizeable and stable or increasing with grade. However, the unique contribution of word reading to comprehension became negligible after vocabulary measures were entered in hierarchical regression analyses, particularly for higher grades, suggesting that any effects of decoding on comprehension may be mediated by the lexicon, consistent with lexical quality hypothesis. Structural modeling with latent variables revealed an invariant path across grades in which vocabulary was defined by its covariation with reading accuracy and fluency and affected comprehension directly. It is argued that skilled word reading influences comprehension by strengthening lexical representations, at least when phonological decoding can be relatively effortless.     

Effect of 4 weeks of basic military training on peripheral blood leucocytes and urinary excretion of catecholamines and cortisol

In this study, we assessed the effects of a 4 week basic military physical training programme for male recruits of the Hellenic Air Force on the number and distribution of circulating immune cells and adrenergic and adrenocortical hormonal responses. One group of recruits (exercised, n = 48) participated in moderate intermittent physical exercise, whereas a second group (non-exercised controls, n = 9) performed only light work in the barracks. Both groups participated in the same non-physical, classroom-type training and testing. Military training by the exercised group resulted in significant increases in CD4^?+? T-lymphocytes, renal cortisol excretion and the urinary noradrenaline/adrenaline ratio, together with reductions in neutrophils and the neutrophil/lymphocyte ratio. In the exercised group, the urinary noradrenaline/adrenaline ratio correlated positively with the training-induced changes in CD4^?+? T-lymphocytes and negatively with changes in the neutrophil/lymphocyte ratio. No significant relationship was found between training-induced increases in cortisol excretion and any of the peripheral blood cell alterations. Our results indicate that 4 weeks of military training consisting of intermittent moderate exercise resulted in a significant increase in CD4^?+? T-lymphocytes and reduction in neutrophils. These changes were probably driven by alterations in hormonal status, including the significant impact of sympathetic nervous system activation.     

In-service and prospective teachers’ conceptions of creativity

Teachers play a crucial role in the development of primary school students’ creative potential in either a positive or a negative way. This paper aims to draw attention to in-service and prospective teachers’ conceptions of creativity and answer three main research questions: “What are the teachers’ conceptions and implicit theories of creativity in general?”, “What are the teachers’ conceptions and implicit theories of creativity in the context of primary education?”, and “How well-trained and equipped do teachers feel to play their key role in the development of students’ creative potential?” A self-report questionnaire was used as an instrument to gather qualitative and quantitative data from 132 Greek in-service and prospective teachers. According to the selected quantitative data we present in this study, the majority of the participants reported that the facilitation of students’ creativity is included in the teachers’ role, but they (teachers themselves) do not feel well-trained and confident enough to realise this particular expectation. The authors conclude that further research is needed in order to: (i) reveal more on teachers’ conceptions on creativity and (ii) understand and classify teachers’ particular needs to facilitate the creative potential of primary school students.     

Developing Greek Primary School Students’ Critical Thinking through an Approach of Teaching Science which Incorporates Aspects of History of Science

In this paper, the development of sixth grade students’ critical thinking skills in science courses is discussed relatively to the contribution of the integration of aspects of History of Science into instruction. Towards this direction a project on electromagnetism was designed and implemented aiming to engage primary school students in a critical examination of knowledge (importance, complexity and human implications) by generating argumentation and discussion in their classrooms. The “Test of Everyday Reasoning (TER)”, which targets the core critical thinking skills identified in “The Delphi Report” consensus, was translated and standardized for the Greek population in order to be used for the project’s assessment. A pre-post analysis was conducted for the experimental group and the control group. The encouraging results regarding critical thinking skills development are supportive to the integration of aspects of History of Science in science courses.     

Exploring students’ strategies in area conservation geometrical tasks

The aim of this study is to investigate the strategies employed by advanced high school and university students working on six tasks concerning comparison and conservation of area. Special care has been taken in the test design so that the problems could be dealt with using a variety of solution methods. Written responses and in-depth interviews with 21 12th graders and university students of mathematics provided the empirical data. The results show that the majority of the participants either did not prefer or had difficulties employing adequately formal reasoning. Visualization factors seem to exert considerable influence. Moreover, many students confuse congruence with area equivalence.     

History of Science and Instructional Design: The Case of Electromagnetism

Science &; Education - This paper deals with two main research questions: a) Can we search for pupils' potential alternative ideas in the history of science and especially in those areas...     

篮球赛中不同进攻阶段对进攻效果的影响

理论运用实践是体育科学的主要目的。体育科研人员必须将其研究信息成果,及时传递蛤教练及运动员,使他们在实践中加以应用。本研究针对1999年在法国举行的欧洲篮球冠军赛,通过对20场比赛的录像解析,力图分析不同进攻阶段对进攻产生的影响。所有数据的统计及处理,均利用一计算机篮球软件(BasketballAnalysisSystem)来处理。研究结果表明,在不同的进攻阶段内,进攻次数、投篮命中率、助攻等方面存在着差异。     

Morphology of the deltoid muscles in elite tennis players

The aim of this study was to examine the deltoid muscle properties of the dominant and non-dominant arm of Greek professional male tennis players. Eight male tennis players (mean age 22.0 years, s = 3.2) were subjected to biopsy of the deltoid muscle of both arms. Adenosine triphosphate (ATPase) histochemistry and myosin heavy chain (MHC) composition were performed on the samples with homogenate electrophoresis. No significant differences were observed in the percentage of types I, IIa, IIab, and IIb muscle fibres between the deltoid muscles of the two arms. Types I, IIa, and IIx muscle fibres of the dominant and non-dominant deltoid muscles did not differ significantly for MHC isoform composition. Type IIab muscle fibres showed a similar cross-sectional area (CSA) percentage distribution between the two arms. The CSA percentage for types I, IIa, and IIb muscle fibers did not differ significantly between the dominant and the non-dominant arm. We conclude therefore that regular tennis training probably does not lead to any significant changes in the muscle fibre types of the dominant and non-dominant arms of elite tennis players.